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ERIC Number: EJ875565
Record Type: Journal
Publication Date: 2005
Pages: 12
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: ISSN-1099-839X
Teaching Portfolios in Teacher Education: Effects of Program-Wide Mentoring on Elementary Pre-Service Teachers' Perceptions
Moseley, Christine; Ramsey, Sarah J.
Current Issues in Education, v8 n23 2005
The purpose of this study was to determine how elementary pre-service teachers' perceptions of and attitudes toward the teaching portfolio process changed after participating in a university program-wide mentoring process. The research question for this study was: What is the impact of a university's program-wide mentoring process on elementary pre-service teachers' perceptions of portfolio development? Overall, there was a statistically significant difference between the mean perception scores of the elementary education majors involved in study. These results show a positive increase in attitudes and perceptions of portfolios of those elementary pre-service teachers who experienced a program-wide mentoring program, from their beginning education courses through student teaching (Spring 2002) as compared to those elementary pre-service teachers who received little or no mentoring during the portfolio development process (Spring 1999). (Contains 1 figure and 1 table.)
Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: http://cie.asu.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A